Year 1 Curriculum Overview 2019-20

Year 1 Autumn 1Houses and

Homes

Autumn 2Florence

NightingaleStick Man

Spring 1Toys

Spring 2Animals, Animals,

Everywhere!

Summer 1Jack & the Beanstalk

Summer 2Plants

History Houses and Homes Florence Nightingale Changes in Toys over time

Geography

Our Village - Compass directions Me on the mapOur Locality Capital cities of UK.

Weather Our School Weather around the world.

Our Locality Journey sticksCompass directionsPhysical & human features

Science Everyday Materials Human Body Body parts and senses

Seasonal Changes Classifying animals Plants

DT and Nutrition

Food from different UK countries

Moving Pictures Healthy soup

ToysMaking own Toy

Cooking Eggs Make a sandwich

Art and Design

Clay Colour mixing

Colour Mixing Shading

Textiles – sock puppets

Collage Printing Paper and pasteSketching

Physical Education

Games: Throwing & catching

Dance – 3 little pigs

Games: Spatial Awareness – body positioning

Gym: Points & Patches

Gym: Wide, narrowed & curled

Dance: Toy Shop

Games: Team games

Gym: Flight, Jumping & Landing

Games: Athletics

Dance: Hungry Caterpillar

Games: Swimming

Gym: Rocking & Rolling

PSHE New beginnings/settling in

Getting on and Falling out

Going for goals – New Year’s resolutions

Good to be me Relationships Changes – How have the children changed? What can they do now? Look back to the beginning of year 1.

RE Belonging – Christianity

Advent Belonging – Judaism Easter – sadness/happiness

Baptism

Music Rhythm & pulse (keeping a beat)

Christmas - singing Jelly Roll Blues Shake, rattle and roll Exploring Pitch Journey Elements

Computing

Amazing images Walking with Dinosaurs

Crazy Creatures Puppet Masters Our Local Area

Year 1 Educational Visit/Visitors 2019-20

Year 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

St Mary’s ChurchHarvest

Overton Village – sensory walk to

village

St Mary’s Church – Easter

Hilliers Garden Romsey*

Year 1 Reading Key Objectives

Speedily read all basic phoneme/graphemesRead accurately by blending known GPCsRead common exception wordsRead common suffixesRead multi-syllable words containing known GPCsRead contractions and understand use of apostropheRetell familiar stories and traditional talesRecognise and join in with predictable phrasesRecite some poetry by heartUnderstand texts based on prior knowledge or provided informationCorrect inaccurate reading by check for senseDiscuss the significance of title and eventsMake inferences on the basis of what is said and doneMake predictions based on reading so farExplain clearly understanding of what is read to them

Year 1 Writing Behaviours & Key Objectives

Writing Behaviours:Generate ideas through discussion, role play and dramaPlan writing using story maps, picture cues and word banksCompose sentences orally before writingReview and refine by reading aloud their writing clearly Discuss what they have written

Key objectives:Sequence sentences to form short narrativesSpell words using the standard phonemesSpell common exception words & days of the weekSpell the days of the weekUnderstand spelling rules for adding ‘s’Use suffixes –ing, -ed, -er and -estSit and hold writing implement correctlyBegin to form lower-case letters correctlyForm capital letters and digits 0-9Join words and clauses using 'and'

Maths Mastery

The National Curriculum emphasises the importance of all children mastering the content taught each year and discourages the acceleration of children into content from subsequent years. We aim for all children to• become fluent in the fundamentals of mathematics, experience varied and frequent practice with increasingly complex problems over time in order to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately• reason mathematically by following a line of enquiry, spotting relationships and generalisations, and developing justification or proof using mathematical language• solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Year 1 Key Objectives

Count, read and write numbers to 100 in numeralsRead and write mathematical symbols: +, - and =Identify "one more" and "one less"Use number bonds and subtraction facts within 20Add and subtract 1-digit and 2-digit numbers to 20, including zeroRecognise, find and name a halfRecognise, find and name a quarterMeasure and begin to record length, mass, volume and timeRecognise and know the value of all coins and notesUse language to sequence events in chronological orderRecognise and use language relating to datesTell the time to the half-hour, including drawing clocksRecognise and name common 2-D shapesRecognise and name common 3-D shapes

Year 1 Science Key Objectives

Use different approaches to answer scientific questionsCarry out simple testsOrganise objects or materials into groupsName the main parts of plants and treesName the main parts of the body, including those related to the 5 sensesDistinguish between an object and the material from which it is madeDescribe the simple physical properties of a variety of everyday materialsDescribe how the weather varies with the season

Year 1 Spelling

Statutory requirements

Rules and guidance (non-statutory) Example words (non-statutory)

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck

The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes.

off, well, miss, buzz, back

The /ŋ/ sound spelt n before k

bank, think, honk, sunk

Division of words into syllables

Each syllable is like a ‘beat’ in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear.

pocket, rabbit, carrot, thunder, sunset

-tch The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such.

catch, fetch, kitchen, notch, hutch

The /v/ sound at the end of words

English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added after the ‘v’.

have, live, give

Adding s and es to words (plural of nouns and the third person singular of verbs)

If the ending sounds like /s/ or /z/, it is spelt as –s. If the ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as –es.

cats, dogs, spends, rocks, thanks, catches

Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

–ing and –er always add an extra syllable to the word and –ed sometimes does.

The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed.If the verb ends in two consonant letters (the same or different), the ending is simply added on.

hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper

Adding –er and –est to adjectives where no change is needed to the root word

As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on.

grander, grandest, fresher, freshest, quicker, quickest

Statutory requirements

Rules and guidance (non-statutory)

Example words (non-statutory)

Words ending –y (/i:/ or /ɪ/)

very, happy, funny, party, family

New consonant spellings ph and wh

The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun).

dolphin, alphabet, phonics, elephantwhen, where, which, wheel, while

Using k for the /k/ sound

The /k/ sound is spelt as k rather than as c before e, i and y.

Kent, sketch, kit, skin, frisky

Adding the prefix –un

The prefix un– is added to the beginning of a word without any change to the spelling of the root word.

unhappy, undo, unload, unfair, unlock

Compound words Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own.

football, playground, farmyard, bedroom, blackberry

Common exception words

Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far.

the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used

Year 1 Spelling (cont’d)

Year 1 Grammar & Punctuation

Sentence StructureHow words can combine to make sentencesJoining words and joining clauses using and

Text StructureSequencing sentences to form short narratives

Punctuation Separation of words with spacesIntroduction to capital letters, full stops, question marks and exclamation marks to demarcate sentencesCapital letters for names and for the personal pronoun I

Terminology for Pupilsletter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

staff first.